NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ844969
Record Type: Journal
Publication Date: 2005
Pages: 13
Abstractor: As Provided
Reference Count: 1
ISSN: ISSN-1945-9009
Voices of Newly Marginalized Preservice Teachers
Eifler, Karen E.; Green, Thomas G.
AILACTE Journal, v2 p45-57 Fall 2005
This paper explores expressions of marginalization of White preservice teachers serving as academic mentors to Black adolescent males in a unique partnership program. Junior secondary education majors form tri-partite interdisciplinary teams and work with intact groups of Black youth, members of a community-based Black rites of passage program for a full academic year. The preservice teachers responded to the experience with multi-media images that included "artist's statements" to explain their imagery. Several themes emerged in the art: marginalization and the awareness that this was a completely novel sensation for one from the dominant culture; having one's voice taken away; becoming invisible in a new culture. Students connected these new feelings and their own charge as educators to create mechanisms to ensure their own future students of color, or indeed anyone distinct from the dominant culture of the classroom, do not experience the same level of marginalization. (Contains 6 images.)
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A